Entrepreneurship education paradoxes

• Autor(a) principal: Sousa, Luis Nuno Figueiredo e
• Data de Publicação: 2022
• Outros Autores: Paiva, Teresa
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.19/8281
• topic: Polytechnic education; entrepreneurship education; skills; employment; education paradox

Entrepreneurship education is commonly recognised as an imperative of higher education. It is seen as a transversal competence essential to be developed in all levels of education. It is a crucial competence to be integrated into the different subjects and scientific areas. Additionally, entrepreneurship is one of the possible ways of accessing the labour market, as can be seen in community directives and national policies. In practical terms, this issue poses new and important challenges to Higher Education Institutions, related to their capacity, together with other actors (economic, social, political, among others), to develop an entrepreneurial spirit and entrepreneurial culture and innovation. The academic context is an essential part of the student environment and, as such, is centrally placed to change and encourage entrepreneurship. Today, higher education institutions represent a significant factor in the transition to work by their graduates. Polytechnic education has a recognised methodology for teaching entrepreneurship and a closer relation with the business market. In consequence, we analysed the student training paths in higher polytechnic education. We focused on the Polytechnics of Guarda, Leiria and Viseu finalists, with the behavioural tendency of other studies identified from the Polytechnics network promoting entrepreneurship. In this way, it was possible to pinpoint some territorial specificities that national studies do not present and a better redefinition of priorities identified by students about institutional processes and programs to support the promotion of employment entrepreneurship. Also, an education paradox regarding the entrepreneurial education goals of HEI was possible to be acknowledged since students claimed for a more practical and entrepreneurial type of learning. It was possible to draw some considerations on the effectiveness of entrepreneurship education and the entrepreneurship abilities of teachers and institutions.